Global Trade Mission

Global Trade Mission begins with a real problem rather than a single obvious answer. A small New Zealand business considers how to source, price and sell a product internationally. The group must decide what information is reliable, which constraints matter most and what should happen first.\n\nCosts include materials, freight, packaging and a percentage fee that changes the final margin. This evidence is useful, but it does not explain everything by itself. A Year 6 reader separates direct observation from interpretation, checks quantities and conditions, and notices where information is incomplete. If a source uses a number, the reader asks what was measured, over what period and whether the measure answers the actual question.\n\nA second source adds another perspective. A supplier highlights low unit cost while a sustainability report raises transport and material concerns. The two accounts overlap in some places but emphasise different concerns. One may prioritise efficiency, safety or measurable outcomes while another highlights people, lived experience, environmental effects or long-term consequences. Neither perspective should be dismissed simply because it uses a different kind of evidence.\n\nThe team creates a short evidence table. They mark each detail as measured data, direct observation, expert explanation, historical source, stakeholder viewpoint or prediction. They then connect each detail to a decision criterion. This helps expose weak reasoning: a piece of evidence can be accurate but still irrelevant to the decision being made.\n\nThe final decision is not simply “pick the biggest number” or “choose the cheapest option”. The decision must consider price, value, reliability and wider consequences. A defensible recommendation connects evidence to criteria, explains trade-offs and identifies at least one limitation. If new evidence appears, the plan should be tested again rather than defended simply because it was the first idea.\n\nThe group’s final note uses three headings: what we know, what we infer, and what we still need to check. This prevents confident language from hiding uncertainty. It also means another learner can follow the reasoning and challenge it. That is the goal of Year 6 evidence work: understand deeply, compare perspectives, calculate carefully and make reasoning visible.